Engaging learners in computer-based summative exams: Reflections on a participant-informed assessment design [901]
Authors: Richard Walker, and Zoe Handley

Typically this has been a case study research/surveys. Only a limited number of studies on students attitudes

The challenge: wanted to test skills and higher order skills (combining MCQs and open questions)

Approach: Evolutionary approach was adopted starting 2009. Attempted to build in all stakholders Phase 1 Benchmarking review – Pilot,  Phase 2 Looked at VLE – Pilot – VLE mock exam. Phase 3 VLE exam 2014 2 hr exam mixture of MCQ and open questions Repeated exam (iterative process)

Research Framwork – mixed methods approach Survey and focus groups.

Issues: Mainly Chinese students who have not used computer based exams before (not open questions)

Main themes: Fairness and equity – whether they had the digital skill necessary, especially typing skills and differences on the keyboard.

Online exam craft- question selection, time management (exam technique specific to the digital environment).

Organisation and presentation of question set, preparation of user interface.


1, Socialisation of learners on the aims and rational of for CBL

2.Provide plenty of opportunities to practice to develop IT proficiency CBT

  1. Assessment design and interface

Animate to communicate: Using digital media for assessment 863] 

Authors: Jenny Fisher, and Hayley Atkinson

Assessment on a social care course at Manchester Met Uni. Using animation. Previously students would produce a PowerPoint presentation.

Why animation? Improves employability skills of students.

Our Approach. First created animation exemplas as resources for the course.

Challenges of new assessment. Booking rooms. Software (Go Animate) easy for students to use (schools licence restricted access). Groupwork.

Student feedback: Wanted more time. Lack of group interaction. Changing the length of the animation (more than 2 mins). Great for students who had struggled doing essays.

Outcomes: Will do it again.

For more details see:


Do we need instructional designers? [837]

Authors: Ken Currie
A plea for teachers to be well versed in instructional design

Talk is based around this Moodle site:


some key points: easy to navigate, copyright, content integrated into VLE (Wiley publishers). Whole site built bt software engineers.

Are we digitally ready? No instructional designers often envolved in the design of courses. Are they driven by the needs of the students.?

Plea for smarter academics!

Peer-to-peer learning using student-generated MCQs with Peerwise [993]

Authors: Denis Duret

Peerwise is free online service that facilitates the process of students writing peer assessment questions.


Liverpool Uni 4th year veterinary students 70 & 80% of students use it. Have used it for last 3 years.

Statistical model 2014-15. Took ave result for previous year and current average and looked it variable factors eg Gender, use of peerwise.

Too early to draw conclusions….but students need to be encouraged to use it and Challenge other students…Peerwise is not for everybody.

Pixellation: The Key for Collaborative Online Education [1002]

Authors: El Mahdi El Mhamdi, and Rachid Guerraoui

Content is of a higher value than the platform!

See wandida.com:


…which is a ‘Khan Academy’ for university students studying Maths, Physics and Computer Science

Are we ready to learn from learning analytics? [864] 

Authors: Cathy Gunn

Project based on 4 New Zealand Universities.

Focus. Classify data from common elearning systems eg VLE. Guide educators in selection of data to address questions they wan to answer. Illuminate learning design and learning outcomings. Promote the use of LA in the institutions,.

Challenges. Not all teachers have skills to use data. No institutional policies available (security and privacy). Collection and storage is not stored in the same place. Data not in a readable format.

Case study aims. Identify at risk students. Link student engagement with achievement. Develop disciplinary fluency via free text input analysis. Us e digital footprints, grades etc. translate raw data inro useful information for teachers and LT’s.

Characteristics of learning analytics framework Adam Cooper (2012) good place to start.

1, Temporal orientation (reflecting on the past to inform the future. 2. Objective type. Measure performance? What are the paterns? 3. Data quality source and scale. Google analytics 4. Policies. What policies apply 5 Who is the data about? Course types os students? 6.Analyse objectives. 7. Analysis clients. 8.Whose reality? 9. What theories are embedded? Pedogogic, discourse, design 10 Which technological approach? Simulations, descriptive stats. 11 presentation. Graphs, tables etc


  1. Is this a useful frame of reference – could most teachers understand and use iT?
  1. Could it help to operationalise the use of LA data ininstitutions.
  1. What else might help to achieve this?

Some nice questions …shame they didn’t get answered

Something old, something new, something borrowed – Facilitating inter-professional best practice in child protection through asynchronous online discussions [903]

Authors: Vanisha Jassal, and Isobel Drew

Munro Review of Child protection 2011 ….needs to get a beter way of getting agencies to work together….often not happening for a number of reasons…lack of time and reflection upon practice.

The role of teaching and learning’ MA in Advanced Child Protection (online) at Kent University. 12 students – experience practitioners/mangers, Coming from different agencies.

Examples of online forums were shown (on how to assess ‘risk’).

Forums well suited to adult learners (Chen 2014). Need for belonging and interdependence (Maslow) Heterogenous groupins (Jacobs and Seow 20150. Allows critical thinking (Cooner and Hutchens)

The CCP MA Research Project.

Analuse over 50 students posts over 10 week period

Start of a long journey

Emergence of an interaction pattern which is ‘synergetic’( Dchrire 2006) led to student and tutor collaboration (Mazzolini and Maddison 2005)

Forums were used to:

Theme 1. Challenge existing paradigns of practice.. Reinforcing importance of child-centered practice and moving the focus away from the parent.

Theme 2. Changing perceptions of practice. The need to examine why a parent/career is parentling negatively.

Theme 3. Ability to conceptualise and critique multiagency practice.

Theme 4. ability to integrate theory into practice